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Behavior Management Plans

Behavior Management Plans

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Behavior Management Plans

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  1. Behavior Management Plans EXED 670 Session 2

  2. Warm up • On the two poster boards… • Write two ‘highs’ from the week • Write one ‘low’ from the week • Talk with your accountability pair about achieving your goal for this week… • Did you success? • Why or why not? • How can this help you create next week’s goal

  3. What did you see this week? Classroom Management

  4. Allie and Sam Resources presentations

  5. Dealing with Difficulty Behavior Youtube for Learning

  6. Behavior Management Plans • Clear expectations to break down classroom rules • Allow for self-monitoring skills • Track progress for student and IEP • Focus on teaching not on behavior • Not always enforced by all teachers • All participates on the same page (consistent) • Consistent reward usage • Sticking with it after improvement! • Too disruptive to learning • Peer issues Strengths Difficulties

  7. Classroom Structures • Are there specific classes that behavior occurs most often? • What do you know about that classroom? • Is it related to an already identified disability? • What classroom management strategies are present? • Is it a class that your co-teach in?

  8. Teacher Tolerance • Talk with the classroom teacher • What is tolerable to them? • What are deal-breakers • How would he/she like behaviors handled? • Be supportive

  9. Accommodations vs. Behavior Plans • less significant behaviors • Can be controlled by teacher behaviors • Examples • Aggression • Verbal • Physical • Socially unacceptable • Not age appropriate Accommodations Behavior Plans

  10. Types of Behavior Data • Frequency – How often it happens • Use for things like hitting, getting out of seat, blurting out, swearing, turning in homework • Duration – How long does the behavior last? • Use for things like remaining in seat, crying, tantruming, sleeping in class • Interval – Is it occurring at a certain interval? • Use for very high frequency behaviors such as blurting out, sitting in seat, working on a task, drumming on the desk • Latency – How much time elapses before the behavior is exhibited? • Use for things such as beginning a task / following a direction after a command is given, turning in completed work, stopping a misbehavior when redirected

  11. Data Collections • Important to do before planning any BIP • Variety of forms to use • Have a timer and a good seat • Examples from article

  12. Functional Behavior Analysis • Essential for some students • EDBD • Not for Autism or ADHD • Best done with the support of the school psychologist and parent • Bring the data!

  13. What is motivating? • Student Interview • Provide a list of choices • Provide specific times of day • Mix it up! • Involve the whole community • Favorite teachers, other students, parents, outside agencies • Student Questionnaires • All students at the beginning of the year

  14. Behavior Intervention Plans • Provides very specific behavior goals • Provides very specific positive and negative consequences • Provides the student with some choice and control • Is easily understood by the student regardless of age • Keep a journal or record of the ups and downs during the first BIP trial to present back to the BIP team

  15. Behavior Intervention Plans • Best if they are… • easily mobile • Simple • Clear • Quick to interact with • Carried by the student • Consistently used by all teachers

  16. Discussion with article Token Economy

  17. Time-lines…Reevaluate? • It this working? • Is it taking too much time out of instruction? • Is the child responding to it? • Week 1 • Week 2 • Week 3 • Meet at least every 6 weeks with BIP team • Get feedback from the student and the other teachers involved for improvement

  18. Time to Share! Samples of Student Teachings?